TRAINING

Human Resource Management is concerned with the planning, acquisition, training & developing
human beings for getting the desired objectives & goals set by the organization. The employees have
to be transformed according to the organizations' & global needs. This is done through an organized
activity called Training.
Training is a process of learning a sequence of programmed behavior. It is the application of
knowledge & gives people an awareness of rules & procedures to guide their behavior. It helps in
bringing about positive change in the knowledge, skills & attitudes of employees.
Thus, training is a process that tries to improve skills or add to the existing level of knowledge so that
the employee is better equipped to do his present job or to mould him to be fit for a higher job
involving higher responsibilities. It bridges the gap between what the employee has & what the job
demands.
Concept
Training is the process of increasing the knowledge and skills for doing a particular job. It is an
organized procedure by which people learn knowledge and skill for a definite purpose. In other
words, training is a systematic programme of the organization which aims at increasing the aptitudes,
skill and abilities of the workers to perform specific job. By training, the employee can acquire new
manipulative skills, technical knowledge, problem solving abilities etc.
According to Edwin B.Flippo, “Training is the act of increasing the knowledge and skill of an
employee for doing a particular job”
Need for training
Training is crucial for organizational development and success. It is fruitful to both employers and
employees of an organization. An employee will become more efficient and productive if he is
trained well.
Training is given on four basic grounds:
1. New Hire Orientation
Training is particularly important for new employees. This can be conducted by someone
within the company and should serve as a platform to get new employees up to speed with the
processes of the company and address any skill gaps.
2. Tackle shortcomings
Every individual has some shortcomings and training and development helps employees iron
them out. For example divide the entire headcount in several groups to provide focused
training which is relevant to those groups - sales training, first time managers, middle
management, senior leadership, executive leadership.
3. Improvement in performance
If shortcomings and weaknesses are addressed, it is obvious that an employee's performance
improves. Training and development, however, also goes on to amplify your strengths and
acquire new skill sets. It is important for a company to break down the training and
 development needs to target relevant individuals.
4. Employee satisfaction
A company that invests in training and development generally tends to have satisfied
employees. However, the exercise has to be relevant to the employees and one from which
they can learn and take back something. It will be futile if training and development become
tedious and dull, and employees attend it merely because they have to. As a company,
weshould stress on industry specific training and send many employees for international
seminars and conferences that can be beneficial to them.
5. Increased productivity
In a rapidly evolving landscape, productivity is not only dependent on employees, but also on
the technology they use. Training and development goes a long way in getting employees up
to date with new technology, use existing ones better and then discard the outdated ones. This
goes a long way in getting things done efficiently and in the most productive way.
6. Self-driven
Employees who have attended the right trainings need lesser supervision and guidance.
Training develops necessary skill sets in employees and enables them to address tasks
independently. This also allows supervisors and management to focus on more pressing areas.

Objectives of Training Programme

i) To impart to new entrants basic knowledge and skills,

ii) To assist the employees to function more effectively in their present position by exposing them to
the latest concepts, information and techniques and developing in them the skills required in their
fields,
iii) To build up a second line of competent officers and prepare them as a part of their career
progression to occupy more responsible positions.
iv) To broaden the minds of the senior managers by providing them opportunities for interchange of
experiences within and outside with a view to correct the narrow outlook that may arise from over
specialization.
(v) To impart customer education.
Approaches to training
There are three approaches to training: (1) the traditional approach, (2) the experiential approach, and
(3) the performance-based approach. In the traditional approach, the training staff designs the
objectives, contents, teaching techniques, assignments, lesson plans, motivation, tests, and evaluation.
The focus in this model is intervention by the training staff. In the experiential approach, the trainer
incorporates experiences where in the learner becomes active and influences the training process.
Unlike the academic approach inherent in the traditional model, experiential training emphasizes real
or simulated situations in which the trainees will eventually operate. In this model, the objectives and
other elements of training are jointly determined by the trainers and trainees. Trainers primarily serve
as facilitators, catalysts, or resource persons. In the performance-based approach to training, goals are
measured through attainment of a given level of proficiency instead of passing grades of the trainees.
Emphasis is given to acquiring specific observable skills for a task.
Training Methods: On Job Training and off the Job Training Methods
A large variety of methods of training are used in business. Even within one organization different
methods are used for training different people. All the methods are divided into two classifications
for:
A. On-the-job Training Methods:
1. Coaching
2. Mentoring
3. Job Rotation
4. Job Instruction Technology
5. Apprenticeship
6. Understudy

B. Off-the-Job Training Methods:

1. Lectures and Conferences
2. Vestibule Training
3. Simulation Exercises
4. Sensitivity Training
5. Transactional Training
A. On-the-job training Methods:
Under these methods new or inexperienced employees learn through observing peers or managers
performing the job and trying to imitate their behaviour. These methods do not cost much and are less
disruptive as employees are always on the job, training is given on the same machines and experience
would be on already approved standards, and above all the trainee is learning while earning. Some of
the commonly used methods are:
1. Coaching:
Coaching is a one-to-one training. It helps in quickly identifying the weak areas and tries to focus on
them. It also offers the benefit of transferring theory learning to practice. The biggest problem is that
it perpetrates the existing practices and styles. In India most of the scooter mechanics are trained only
through this method.
2. Mentoring:
The focus in this training is on the development of attitude. It is used for managerial employees.
Mentoring is always done by a senior inside person. It is also one-to- one interaction, like coaching.
3. Job Rotation:
It is the process of training employees by rotating them through a series of related jobs. Rotation not
only makes a person well acquainted with different jobs, but it also alleviates boredom and allows to
develop rapport with a number of people. Rotation must be logical.
4. Job Instructional Technique (JIT):
It is a Step by step (structured) on the job training method in which a suitable trainer (a) prepares a
trainee with an overview of the job, its purpose, and the results desired, (b) demonstrates the task or
the skill to the trainee, (c) allows the trainee to show the demonstration on his or her own, and (d)
follows up to provide feedback and help. The trainees are presented the learning material in written or
by learning machines through a series called ‘frames’. This method is a valuable tool for all educators
(teachers and trainers). It helps us:
a. To deliver step-by-step instruction
b. To know when the learner has learned
c. To be due diligent (in many work-place environments)
5. Apprenticeship:
Apprenticeship is a system of training a new generation of practitioners of a skill. This method of
training is in vogue in those trades, crafts and technical fields in which a long period is required for
gaining proficiency. The trainees serve as apprentices to experts for long periods. They have to work
in direct association with and also under the direct supervision of their masters.
The object of such training is to make the trainees all-round craftsmen. It is an expensive method of
training. Also, there is no guarantee that the trained worker will continue to work in the same
organization after securing training. The apprentices are paid remuneration according the
apprenticeship agreements.
6. Understudy:
In this method, a superior gives training to a subordinate as his understudy like an assistant to a
manager or director (in a film). The subordinate learns through experience and observation by
participating in handling day to day problems. Basic purpose is to prepare subordinate for assuming
the full responsibilities and duties.
B. Off-the-job Training Methods:
Off-the-job training methods are conducted in separate from the job environment, study material is
supplied, there is full concentration on learning rather than performing, and there is freedom of
expression. Important methods include:
1. Lectures and Conferences:
Lectures and conferences are the traditional and direct method of instruction. Every training
programme starts with lecture and conference. It’s a verbal presentation for a large audience.
However, the lectures have to be motivating and creating interest among trainees. The speaker must
have considerable depth in the subject. In the colleges and universities, lectures and seminars are the
most common methods used for training.
2. Vestibule Training:
Vestibule Training is a term for near-the-job training, as it offers access to something new (learning).
In vestibule training, the workers are trained in a prototype environment on specific jobs in a special
part of the plant.
An attempt is made to create working condition similar to the actual workshop conditions. After
training workers in such condition, the trained workers may be put on similar jobs in the actual
workshop.
This enables the workers to secure training in the best methods to work and to get rid of initial
nervousness. During the Second World War II, this method was used to train a large number of
workers in a short period of time. It may also be used as a preliminary to on-the job training. Duration
ranges from few days to few weeks. It prevents trainees to commit costly mistakes on the actual
machines.
3. Simulation Exercises:
Simulation is any artificial environment exactly similar to the actual situation. There are four basic
simulation techniques used for imparting training: management games, case study, role playing, and
in-basket training.
(a) Management Games:
Properly designed games help to ingrain thinking habits, analytical, logical and reasoning capabilities,
importance of team work, time management, to make decisions lacking complete information,
communication and leadership capabilities. Use of management games can encourage novel,
innovative mechanisms for coping with stress.
Management games orient a candidate with practical applicability of the subject. These games help to
appreciate management concepts in a practical way. Different games are used for training general
managers and the middle management and functional heads – executive Games and functional heads.
(b) Case Study:
Case studies are complex examples which give an insight into the context of a problem as well as
illustrating the main point. Case Studies are trainee centered activities based on topics that
demonstrate theoretical concepts in an applied setting.
A case study allows the application of theoretical concepts to be demonstrated, thus bridging the gap
between theory and practice, encourage active learning, provides an opportunity for the development
of key skills such as communication, group working and problem solving, and increases the trainees”
enjoyment of the topic and hence their desire to learn.
(c) Role Playing:
Each trainee takes the role of a person affected by an issue and studies the impacts of the issues on
human life and/or the effects of human activities on the world around us from the perspective of that
person.
It emphasizes the “real- world” side of science and challenges students to deal with complex
problems with no single “right” answer and to use a variety of skills beyond those employed in a
typical research project.
In particular, role-playing presents the student a valuable opportunity to learn not just the course
content, but other perspectives on it. The steps involved in role playing include defining objectives,
choose context & roles, introducing the exercise, trainee preparation/research, the role-play,
concluding discussion, and assessment. Types of role play may be multiple role play, single role play,
role rotation, and spontaneous role play.
(d) In-basket training:
In-basket exercise, also known as in-tray training, consists of a set of business papers which may
include e-mail SMSs, reports, memos, and other items. Now the trainer is asked to priorities the
decisions to be made immediately and the ones that can be delayed.
4. Sensitivity Training:
Sensitivity training is also known as laboratory or T-group training. This training is about making
people understand about themselves and others reasonably, which is done by developing in them
social sensitivity and behavioral flexibility. It is ability of an individual to sense what others feel and
think from their own point of view.
It reveals information about his or her own personal qualities, concerns, emotional issues, and things
that he or she has in common with other members of the group. It is the ability to behave suitably in
light of understanding.
A group’s trainer refrains from acting as a group leader or lecturer, attempting instead to clarify the
group processes using incidents as examples to clarify general points or provide feedback. The group
action, overall, is the goal as well as the process.
Sensitivity training Program comprises three steps

5 Transactional Analysis:
It provides trainees with a realistic and useful method for analyzing and understanding the behavior
of others. In every social interaction, there is a motivation provided by one person and a reaction to
that motivation given by another person.
This motivation reaction relationship between two persons is known as a transaction. Transactional
analysis can be done by the ego (system of feelings accompanied by a related set of behaviors states
of an individual).
Child:
It is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses
which come to him/her naturally from his/her own understanding as a child. The characteristics of
 this ego are to be spontaneous, intense, unconfident, reliant, probing, anxious, etc. Verbal clues that a
person is operating from its child state are the use of words like “I guess”, “I suppose”, etc. and non
verbal clues like, giggling, coyness, silent, attention seeking etc.
Parent:
It is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses
imposed on her in her childhood from various sources such as, social, parents, friends, etc.

The characteristics of this ego are to be overprotective, isolated, rigid, bossy, etc. Verbal clues that a
person is operating from its parent states are the use of words like, always, should, never, etc and
non-verbal clues such as, raising eyebrows, pointing an accusing finger at somebody, etc.

Adult:
It is a collection of reality testing, rational behaviour, decision making, etc. A person in this ego state
verifies, updates the reaction which she has received from the other two states. It is a shift from the
taught and felt concepts to tested concepts.
All of us show behaviour from one ego state which is responded to by the other person from any of
these three states.
Preparing Training Environment
Establishing an environment conducive to learning is a critical aspect of starting a training session off
on the right foot. You can ensure that participants walk in to a relaxed atmosphere and an
environment that is welcoming and ready. The room says you took the time to get ready for them.
You have time to greet them and welcome them to a great training session.
Know when, where, what, who
Just about every trainer has encountered at least one training nightmare. Some (not all) of these could
be prevented by additional preparation. These questions may help you obtain the right information,
but it will do you little good if you don't write the answers in a safe place.
 When: When is the training? Day? Date? Time? Also, do you have enough time to prepare?
Is the amount of allotted time for the amount of content adequate?
 Where: Where is the session? On-site or off? If off-site, is it easy to travel to the location?
How do you get there? What's the address? Telephone number? Will you need to make travel
 arrangements? Is public transportation available? How do you get materials to the site?
 What: What kind of training is being expected? What resources are required? What kinds of
facilities are available? What will you need?
 Who: Who is the key planner? Who are the participants? How many? What's their
background? Why were you chosen to deliver the training? Who is the contact person at the
training site? How do you reach that person on-site and off?

Room arrangements
Your room may have significant impact on your training session. Arrange the room to support the
learning objectives and the amount of participation you will desire.
Typically you will not have the opportunity to select a room. However, if you do, consider the
attributes that will create the best learning environment for your participants.
 Size: Arrange for a room to accommodate the number of participants. Remember that a room
that is too large can be as bad as one that may be too small.
 Training requirements: If the training session entails many small group activities, determine
if there is enough space in the room. If not, arrange for additional breakout rooms to
accommodate your needs.
 Accessible: Ensure that the room is accessible to all, including those who have limited
mobility.
 Location: If participants need to travel (either by foot or vehicle) to the session, the location
should not pose a hardship, for example, walking in rain, or parking difficulty.
 Convenience: Readily accessible restrooms, telephones, snacks, lunch accommodations, and
so on help ensure that participants return on time following breaks or lunch.
 Distractions: Select a room that is free of distractions and noise. Thin walls with a sales
convention next door may not create the environment you're trying to establish for learning.
If you're in a room with a telephone, turn the ringer off and provide an alternate number for
participants who need to be available for messages. Set a message center up outside the room; sticky-
back notes available for leaving messages may be adequate.
 Obstructions: Select a room that is free of structures such as posts or pillars that may obstruct
participants' views.
 Seating: Select a location that provides comfortable, moveable chairs. Seating arrangements
should further enhance the learning environment you wish to establish. Determine what's most
important for the learner.
 Furniture: In addition to decisions about the seating arrangements and the kind of tables you
prefer, you will want a table in front of the room for your supplies and equipment. Don't allow
too much space between the table from which you will present and the front participant row.
Reducing the amount of space between you and the learners increases the affect level in the
room. It closes the distance between you and the trainees both physically and emotionally. The
 participants feel better about you, themselves, and the training session.
You may also want to consider positioning a table for refreshments in the back of the room. Located
there, it can be easily serviced throughout the day. One more thing: Don't forget the wastebasket!
Usually, neither training rooms nor hotel conference rooms have wastebaskets. Remember to ask for
one.
 Lighting: Lighting should be adequate. Dimly lit ballroom ambiance will not promote energy
in a training session. Is the lighting bright enough? Is it natural lighting? If the room has
windows, which direction are they facing? Can windows be darkened, if necessary? A morning
sun coming up behind your projection screen will blind the participants and wash out the image
on the screen. Know where light switches are located so that you can brighten or darken the room
as needed.
 Workable walls: Most trainers hang flipchart pages on the walls: the session objectives,
small group work, and so on. Is wall space available or do windows surround the room? Does art
cover the walls or are they open? Usually the front of the training room should be opposite the
entrance to avoid distractions when folks come and go. Is that possible in the room you're
considering?
Use markers that absolutely do not bleed through so there is no danger of ruining walls.
 Climate control: You will never be able to please everyone in your session. However, if you
have the ability to adjust it yourself, you can try. Determine where the thermostat is located and
whether you have any control over it. Experiment with it while you set up the room. Does it
respond quickly or slowly? Do you need to contact someone to make adjustments?
When adjusting thermostats, make changes one degree at a time and give the equipment time to work.
Large changes in the thermostat will cause a once too-cool room to become too warm.
 Microphone: If you have a large room or a large group or the room has poor acoustics or you
have a tiny voice, you may need a microphone. Check the room to ensure it is wired for a
microphone.
The characteristics of this ego are to be overprotective, isolated, rigid, bossy, etc. Verbal
clues that a person is operating from its parent states are the use of words like, always,
should, never, etc and non-verbal clues such as, raising eyebrows, pointing an accusing
finger at somebody, etc.